| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 10-13 |
| Abstraksi Narasi | : | Cizaek disputes my conclusions that psychometricians` beliefs shape testing practice and that, in turn, high-stakes tests affect instructional practice. By trying to represent my arguments in a causal model, Cizek is led to erroneous inferences: (a) that beliefs and actions can be neatly separated and (b) that psychometricians must be unique among educators in their acceptance of a behaviorist learning theory. Most seriously, Cizek infers that if I saw a causal link, I must be proposing a direct intervention. He thinks I mean to fix education by fixing the thinking of psychometricians and casts me with those who would use authentic assessment to drive educational reform. He calls my line of inquiry (or the line of inquiry I succumb to) a "theoretical, practical, and financial dead end". I never suppose that investing resources in retraining psychometricians would be the best way to improve education. I did suggest that critically examining underlying assumptions is essential to rethinking both what measurement specialists do when we devise tests and how we should evaluate the effects to our efforts. Belief systems do affect what we accept as evidence of test validity and test consequences. Popham, Cruse, Rankin, Sandifer, and Williams (1985), for example, were willing to take scores on the same taught-to tests as proof that measurement-driven instruction worked; in contrast, Koretz, Linn, Dunbar, and Shepard(1991) gave different tests to assess the effects of high-stakes testing on learning. It doesn`t cost much to attempt the kind of critical reflection and debate I proposed to my colleagues in the measurement community. Despite having been misunderstood, I still think it`s worth trying for greater understanding. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 14-15 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-9 |
| Abstraksi Narasi | : | A recent article by Shepard (1991) described psychometricians` beliefs about learning. Shepard`s work provided many defensible recommendations for improving testing practice. However, Shepard`s model of the ways in which curriculum, teaching, and testing interact is misspecified and promotes several false conceptions about the relationship between psychometrics and testing practice. The errors have the potential to do great harm if educational reform efforts are unintentionally misdirected. In the following article, some of the mistakes in analysis and conclusions are explicated. I evaluate the positive contribution of Shepard`s work to educational practice, examine errors introduced in Shepard`s model, and suggest and alternative model that provide a more fruitful research agenda. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 24-27 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | William A. Firestone, Jeffrey D. Kromrey, Cizek, Gregory J. , Cizek, Gregory J. , Shepard, Lorrie A. |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-23 |
| Abstraksi Narasi | : | One criticism about qualitative research is that it that it is difficudlt to generalize findings to settings not studied. To explore this issue, I examine three broad arguments for generalizing from data: sample-to-population extrapolation, analytic generalization, and case-to-case transfer. Qualitative research often uses the last argument, but some efforts have been made to use the first two. I suggest that analytic generalization can be very helpful for qualitative researchers but that sample-to-population extrapolation is not likely to be. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 16-17 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 41 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 11-16 |
| Abstraksi Narasi | : | Tom Bailey correctly identifies the greatest challenges to successfully transforming the idea of youth apprenticeship into reality. although his cautions are well founded, they do not justify the turn toward alternative approaches that he recommends, especially not before demonstration projects that are just now being mounted have had time to yield results. Specific components can be built into an American-style youth apprenticeship system so that it avoids the pitfalls Bailey has identified and simultaneously serves the goals of education, equality, and prosperity. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 18-20 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | Educational Researcher |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 4-10 |
| Abstraksi Narasi | : | During the early 1990s, youth apprenticeship is being proposed as a model that can solve many of the perceived problems with the education of the non-college-bound, reintegrate alienated urban youth, and help reestablish U.S. dominance in internatinal markets. I argue that although many of the elements of the youth apprenticeship model appear to have great potential, three problems must be addressed before the strategy can be succesful; securing employer involvement, assuring and improving the quality of on the-job learning, and confronting the equity issues that issues that arise from a public policy that incorporates the highly stratified world of work into the core educational system. |
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